By Randal Holme (auth.)
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Additional resources for Mind, Metaphor and Language Teaching
Example text
How abstract meaning is conceptualised through metaphor and image schema We now have two central features of cognitivist metaphor theory. The first describes how metaphors are formed; the second holds that metaphors are produced by other conceptual metaphors. These conceptual metaphors are the products of blends and spin off the further blends that make up metaphors in text. The more radical argument is that all abstract meaning expresses itself through the functions of the The Study of Metaphor 23 body or the way in which the body situates itself in the world.
Appropriately, the student came from Italy. Their Palladian prototype was given the detail of ‘a roof projecting over the walls’. This elicited two 40 Mind, Metaphor and Language Teaching lexical items with which the Italian speaker was unfamiliar: ‘project’ (in this more literal sense) and ‘eves’. The description then fumbled around an elaborate attempted visualisation of another word, which I could not at first deduce. The word was ‘chimney’ and we moved around it with talk of ‘circles’ and ‘rectangles’.
Meronyms are terms which share a common structure. Thus ‘wheels’, ‘hub caps’, ‘brake’ and ‘clutch’ are all meronyms because they are car parts. A teacher will give a meronymic structure to a vocabulary lesson when they devote it to labelling the diagram of a car. However, a sense of metonymy expands these overtly physical ties into ones that conceptualise contiguity across wider and more idiosyncratic zones of meaning. When a wider network of semantic fields is invoked, I have heard ‘car’ yield ‘accident’ or ‘freedom’, not ‘wheel’, thereby opening associated territories of pain, folly or freedom.